The SAS Learning approach is aligned with the Education Endowment Foundation research which aims to ‘ensure that children from all backgrounds can fulfil their potential and make the most of their talents.’

By capturing modelling language/oral rehearsal linked to images our approach ‘helps children to articulate and express their ideas and experiences verbally.’

Audio visual plans ‘help children’s spoken language and subsequently their development of writing and reading skills.’

The SAS teaching method supports a number of ‘approaches to ensure that children are exposed to a range of different communication and language strategies.’

The SAS teaching method supports a number of ‘approaches to ensure that children are exposed to a range of different communication and language strategies.’

B) Digital Technology

To use technology effectively teachers need time to learn and understand how it can be used to make an impact on pupil progress. ‘This involves more than just learning how to use technology.’ That’s why at SAS Learning we only use digital technology when it’s the best tool for the job and when it supports learning effectively.

C) Meta-cognition and Self Regulation

By ‘scaffolding’ learning for the pupils in the form of modelled language/writing examples and by providing key vocabulary and sentence starters, we are allowing the pupils to monitor and manage their own learning. ‘These elements can be reduced/removed as the pupil continues to manage their own learning autonomously.’

D) Collaborative Learning

We recommend that pupils work collaboratively with digital technology. This ‘ensures that pupils are able to succeed in their learning and it encourages lower achieving pupils to talk and articulate their thinking in collaborative tasks.’

E) Feedback and Assessment

By capturing ‘specific, accurate and clear’ feedback from the teacher, which usually disappears after it’s spoken, learners can be encouraged to listen back for opportunities to make improvements to their work.

By capturing oral feedback (peer and/or self assessment) pupils can help each other by focusing on improving their learning. This not only benefits the person receiving the feedback but also the person giving the feedback, as they become clearer on what they need to do to succeed.